Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience
Hamshire, Claire; Barrett, Neil; Forsyth, Rachel
Quality enhancement projects in universities frequently rely on short term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the complex interplay across stakeholder groups and do not always acknowledge the unintended consequences of change. This paper, focused on systems design, draws on research conducted over seventeen years and demonstrates how an intentional approach to linked quality enhancement projects can influence quality culture across an institution. The use of a longitudinal wicked problem theory approach allows the consideration of students’ experiences as multi-faceted, influenced by a wide range of stakeholders and interrelated factors. This approach can be used to co-create actions, building trust in the cultural changes needed for long term improvements and ensuring that investment in large-scale institutional changes is effective.
Hamshire, C., Barrett, N., & Forsyth, R. (in press). Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience. Quality in Higher Education,
|Journal Article Type
|Jan 21, 2024
|Feb 5, 2024
|Quality in Higher Education
This file is under embargo due to copyright reasons.
Contact H.C.Hamshire@salford.ac.uk to request a copy for personal use.
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